LessonPlanningFormforAccessibleInstructionCalvinCollegeEducationProgram

Teacher DanielAlderink

Date4/16/15

Subject/Topic/Theme

TheHolocaustandTestimony

Grade________9________

I.Objectives
Howdoesthislessonconnecttotheunitplan?
OnethingmostfrequentlysaidabouttheHolocaustisthatitneedstoberemembered.Thus,testimonyisoftenoneofthekeythemesin
Holocaustpoetry.Manypoetsusetheirpoemstotelltheirstory,andtodaywewilllookatsomeofthose.

cognitive
RUApAnEC*

Learnerswillbeableto:

ExplaintheconceptoftestimonyandhowitisuniquetoHolocaustpoetry
Recallelementsoftestimonyfrom
Sunflower
RelatetestimonytootherfacetsoftheHolocaust(Stillstandingconcentrationcamps,memorials,pictures)
VoiceopiniononhowtheHolocaustshouldberemembered.

U
R,Ap
Ap
E

physical
socioemoti
development
onal

CommonCorestandards(orGLCEsifnotavailableinCommonCore)addressed:

Analyzevariousaccountsofasubjecttoldindifferentmediums(e.g.,apersonslifestoryinbothprintandmultimedia),determiningwhichdetailsare
emphasizedineachaccount.

TakenfromCommonCoreStateStandardsInitiative

(Note
:
Writeasmanyasneeded.Indicatetaxonomylevelsandconnectionstoapplicablenationalorstatestandards.Ifanobjectiveappliestoparticular
learnerswritethename(s)ofthelearner(s)towhomitapplies.)
*remember,understand,apply,analyze,evaluate,create

II.Beforeyoustart
Identifyprerequisite
knowledgeandskills.

Studentsmightneedabasicideaofwhatatestimonyis.Onceagain,knowledgeoftheHolocaustfrom
Sunflower
willbeapplicableinthislesson.
Preassessment(forlearning):
Iwillaskthestudentswhattheyknowabouttestimony.Iftheyhaveevergivena
testimonyoriftheyhaveseenonegive.Dotestimonieshavetobereligious?

Formative(forlearning):

Outlineassessmentactivities
(applicabletothislesson)

Whatbarriersmightthislesson
present?

Whatwillittake
neurodevelopmentally,
experientially,emotionally,
etc.,foryourstudentstodothis
lesson?

Formative(aslearning):

Onceagain,theonlyassessmentinthelessonwillbecarriedoutthroughdiscussion.Iwillmonitor
studentcomprehensionfromalistofnames.
Summative(oflearning
):

ProvideMultipleMeansof
Representation
Provideoptionsforperception
makinginformationperceptible

Taskswillbedescribedthrougha
PowerPointandahandout

Briefvideowillbeshown.

ProvideMultipleMeansof
ActionandExpression
Provideoptionsforphysicalaction
increaseoptionsforinteraction

Studentsmayfreelyparticipatein
discussion

Provideoptionsforlanguage,
mathematicalexpressions,and
symbols
clarify&connect
language

Provideoptionsforexpressionand
communication
increasemedium
ofexpression

Confusingornewvocabulary
andconceptswillbeexplained
byme

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Studentscanwritedownand
journalthoughtsbefore
participatingindiscussionin
ordertobetterexpress
themselves

ProvideMultipleMeansof
Engagement
Provideoptionsforrecruiting
interest
choice,relevance,value,
authenticity,minimizethreats

Studentswhodonotfeel
comfortableparticipatingin
discussionmayjournaltheir
thoughts
Provideoptionsforsustaining
effortandpersistence
optimize
challenge,collaboration,
masteryorientedfeedback

Provideoptionsforcomprehension
activate,apply&highlight

Provideoptionsforexecutive
functions
coordinateshort&long
termgoals,monitorprogress,and
modifystrategies

Studentswillcontinuetobuild

onpastknowledgefromthe
previouslessonsand
Sunflower
.

Howwillyourclassroombeset
upforthislesson?

III.ThePlan

Components
Time
2min
Motivation

(opening/
introduction/

engagement)
8min

2min

10min

15min

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Journalingbuildswiringskills
andencouragesselfrelfection

PoetryPackets
TeachersPowerPoint
VideoonLecraestestimony
Copiesof
Sunflower
,bySimonWiesenthal
Studentsneedlaptops.

Materialswhatmaterials
(books,handouts,etc)doyou
needforthislessonandare
theyreadytouse?

Provideoptionsforselfregulation
expectations,personalskillsand
strategies,selfassessment&
reflection

Sameasnormalwithseatsfacingthefront.Studentswillnotbebreakingintogroupstoday.

Describe
teacher
activitiesAND
student
activities
foreachcomponentofthelesson.Includeimportanthigherorderthinkingquestionsand/orprompts.
Askopeningquestionsabouttestimony.
Thinkcriticallyandrespondtoteachers
Whatistestimony?Isitjustastory?
questions.
Dotestimonieshavetobereligious?

Whatdoesitmeantotestifyatatrial?

ShowvideoofLecraestestimonyandlead
Thinkabouthowtheirowntestimony
askquestionsabouthowthestudentsfelt
differsfromLecraes
aboutit.

Development
(thelargest
componentor
mainbodyof
thelesson)

TransitiontotestimonyandtheHolocaust.
Askstudentshowtheythinktestimony
appliestotheHolocaust.Takenotesof
studentssuggestionsontheboard.Tell
studentstokeepthesethingsinmindaswe
readthepoemsinclasstoday.
ShowthequotebyTheodorAdorno,to
writepoetryafterAuschwitzisbarbaric.
Askstudentsiftheyfeelthisquoteis
correct.Whymightsomeotherpeoplethink
thisistrue?Askstudentstodiscussin
groupswhetherornotthisistheappropriate
attitudetotakewhenapproachingHolocaust
Poetry.ThenputupthequotebyElie
Wiezel,Isworenevertobesilentwhenever
andwhereverhumanbeingsendure
sufferingandhumiliation.Askstudentsif
theythinkthisapproachisbetter.
Askstudentstoturntothepoemwrittenby
CharlesReznikoffundertheheading
Research
.Warnthestudentsthatthisis
quiteagraphicpoem,butitisreal.Allofthe
stuffinthepoemwasactuallydonebythe
Nazisintheconcentrationcamps.
Encouragethestudentstobewritingdown
notesandideasaswereadthroughthese
poems.Askthestudentstofirstreadit
silently,thenIwillreadthepoemaloud.

Thinkabouthowwhattheyknowabout
testimonysofarcanapplytotheHolocaust.
Continuetothinkabouttheseideasasthey
readthepoemsinthepacket.

Thinkcriticallyaboutthequote.Imagine
situationsinwhichthisquotewouldmake
sense.TrytoseetheHolocaustfrom
differentpointsofview.Discusspossible
viewpointswithstudentsaroundyou.

Readthepoem,usingskillsgainedfromthe
previoustwolessons.Thinkcriticallyabout
howthispoemcouldbeatestimony.Think
aboutwhatmakesthispoemdifferentfrom
theothersthatwehavereadsofar.Think
abouthowactualtestimonydiffersfrom
poetry.

10min

Askstudentswhattheynoticedaboutthe
poem.Askthemtousetheskillstheyhave
acquiredfromthepreviouslessonstoread
thepoem.Explaintothestudentsthatthis
poemisaserieswrittenafterthewarandthe
NurembergTrials.Theyaretranscribed
fromactualtestimonygivenatthesetrials.
Askthestudentshowthistypeofpoem
differsfromanythatwehavereadsofar.
Remindstudentsabouthowtestimony
relatesto
Sunflower
.
ShowpicturesoftheHolocaustmuseumand
Auschwitz.Askstudentswhatthesepictures
havetodowiththebookandpoemsthatwe
havereadsofarinclass.Makesurestudents
knowthattheseplacesexisttoremindus
aboutthehorrorsoftheHolocaust.

Comparethepicturestothepoems.
Contributetodiscussionaboutwhat
pictureshavetodowithpoemsandbooks.
Applyknowledgeaboutpoemstoother
mediums,suchasartandmusic.Recognize
thattestimonydoesntonlytakeplacein
writing.

Reflectontodayslearning.Journal
thoughtfully.Writedownanythingthatstill
causestroublewhengoingoverthistypeof
stuff.

Anytime
remaining

Closure
(conclusion,
culmination,
wrapup)

Allowstudentstospendtherestofthetime
writingintheirjournals.Offerpromptson
todaystopicandofferadditionalreading
resources.

Yourreflectionaboutthelesson,includingevidence(s)ofstudentlearningandengagement,aswellasideasforimprovementfornext
time.
(Writethisafterteachingthelesson,ifyouhadachancetoteachit.Ifyoudidnotteachthislesson,focusontheprocessofpreparing
thelesson.)

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